Woodcliff Lake, NJ, United States
Woodcliff Lake, NJ, United States

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CAST Inc | Date: 2016-03-16

Systems and methods are provided for generating calibration information for a media projector. The method includes tracking at least position of a tracking apparatus that can be positioned on a surface. The media projector shines a test spot on the surface, and the test spot corresponds to a known pixel coordinate of the media projector. The system includes a computing device in communication with at least two cameras, wherein each of the cameras are able to capture images of one or more light sources attached to an object. The computing device determines the objects position by comparing images of the light sources and generates an output comprising the real-world position of the object. This real-world position is mapped to the known pixel coordinate of the media projector.

Systems and methods are provided for using tracking data to control the functions of an automated fixture. Examples of automated fixtures include light fixtures and camera fixtures. A method includes obtaining a first position of a tracking unit. The tracking unit includes an inertial measurement unit and a visual indicator configured to be tracked by a camera. A first distance is computed between the automated fixture and the first position and it is used to set a function of the automated fixture to a first setting. A second position of the tracking unit is obtained. A second distance between the automated fixture and the second position is computed, and the second distance is used to set the function of the automated fixture to a second setting.

A configurable real-time environment tracking and command module (RTM) is provided to coordinate one or more than one devices or objects in a physical environment. A virtual environment is created to correlate with various objects and attributes within the physical environment. The RTM is able to receive data about attributes of physical objects and accordingly update the attributes of correlated virtual objects in the virtual environment. The RTM is also able to provide data extracted from the virtual environment to one or more than devices, such as robotic cameras, in real-time. An interface to the RTM allows multiple devices to interact with the RTM, thereby coordinating the devices.

A system and a method are provided for visualizing virtual objects on a mobile device. A computing device is in communication with the mobile device. The computing device generates a 3D virtual world of one or more virtual objects corresponding to one or more physical objects in a real world. The computing device then associates information with the one or more virtual objects and generates one or more static images based on the 3D virtual world. The mobile device receives the one or more static images and the associated information associated from the computing device, and then displays the one or more static images.

A smart charm bracelet that includes an elongated band or other base, at least one smart charm or other token that may be coupled to or otherwise associated with the elongated band or base, wherein the elongated band is able to communicate with the charm. The band and/or charm may also be able to communicate with a computing device, including but not limited to a mobile device. In addition, the band and/or charm may produce a light, sound, and/or vibration indication to a user upon the occurrence of an event.

CAST Inc | Date: 2014-01-21

A system and method for forming a wall is disclosed. In some embodiments, the wall comprises blocks having internal couplers configured for use with rods which can be inserted through and which are configured to securely lock blocks together. In some embodiments, the rods which are inserted into internal couplers may be threaded or have another locking features such that the blocks in a wall can be securely fastened together.

Agency: NSF | Branch: Standard Grant | Program: | Phase: DISCOVERY RESEARCH K-12 | Award Amount: 449.97K | Year: 2013

Inquiry Primed: An Intervention to Mitigate the Effects of Stereotype Threat is an Exploratory Project in the Teacher Strand of DRK-12 that investigates stereotype threat at the classroom level and in the context of inquiry-based instruction, in order to develop strategies and a related professional development course, using the principles of Universal Design for Learning, to help teachers learn how to mitigate stereotype threat.

The project includes three major activities:

1) An experimental study testing the hypothesis that the influences of stereotype threat on individual students affects instructional processes for the class as a whole: Research participants include three teachers from 3 different school districts in Massachusetts, each with four 8th grade science classes, for a total sample of 12 science classes and approximately 300 students. The two treatment conditions (stereotype threat induced vs. not induced) are applied blindly to three classroom groups over a series of six lessons. The project uses existing surveys for gathering data, including Communicative Interactions, RTOP subscales, subscales of the Constructivist Learning Environment Survey (CLES), and a brief student questionnaire measuring domain salience (e.g., self ranking of degree of participation in class). The analysis is conducted using Ordinary Least Squares (OLS) regression, with predictions of classroom instructional processes based on treatment condition, percentage of students in stereotyped group, and domain salience.

2) Collaboration with teachers as co-researchers to translate research findings into classroom practices and a prototype online professional development course: Three middle school teachers who participated in Study 1 serve as co-researchers, using the Universal Design for Learning model. The product is a prototype, online professional development modules that include self-paced presentations, small group facilitated discussions, asynchronous discussions, and live webcasts with experts, all focused on how teachers can implement strategies to mitigate stereotype threat in their practice. The design elements will be assessed in terms of clarity, accessibility, use, value, and promise.

3) Pilot testing of three professional development modules: The professional development component (via communities of practice) supports classroom teachers as they incorporate these strategies into their daily activities. The three teachers involved in the original study and design of modules participate in a six-week pilot study of the online professional development course, anticipated to consist of three modules, with teachers participating 3-4 hours per week. The course is evaluated through observations of professional development interactions (synchronous and asynchronous), interviews, implementation strategies, Moodle Electronic Usage Logs, online discussions, and a questionnaire. Descriptive statistics and regression analysis are used to seek predictors of use and contributions by teacher characteristics.

The project contributes critical knowledge about stereotype threat, a construct shown to contribute to disparities in achievement in STEM education. The outcomes of the project will include research findings that are to be submitted to science education research journals for publication; a prototype, online teacher professional development course on mitigating stereotype threat in STEM education classrooms; and dissemination of the course to teachers who are part of the CAST and Minority Student Achievement Networks.

CAST Inc | Date: 2014-07-21

Systems and methods are provided for tracking at least position and angular orientation. The system comprises a computing device in communication with at least two cameras, wherein each of the cameras are able to capture images of one or more light sources attached to an object. A receiver is in communication with the computing device, wherein the receiver is able to receive at least angular orientation data associated with the object. The computing device determines the objects position by comparing images of the light sources and generates an output comprising the position and angular orientation of the object.

Agency: NSF | Branch: Continuing grant | Program: | Phase: DISCOVERY RESEARCH K-12 | Award Amount: 1.33M | Year: 2016

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

CAST, the University of Massachusetts-Amherst, and YouthBuild USA aim to create a web-based STEM Career Exploration and Readiness Environment (CEE-STEM). This will support opportunities for youth ages 16-24 who are neither in school nor are working, in rebuilding engagement in STEM learning and developing STEM skills and capacities relevant to diverse postsecondary education/training and employment pathways. The program will provide opportunity youth with a personalized and portable tool to explore STEM careers, demonstrate their STEM learning, reflect on STEM career interests, and take actions to move ahead with STEM career pathways of interest.

The proposed program addresses two critical and interrelated aspects of STEM learning for opportunity youth: the development of STEM foundational knowledge; and STEM engagement, readiness and career pathways. These aspects of STEM learning are addressed through an integrated program model that includes classroom STEM instruction; hands-on job training in career pathways including green construction, health care, and technology.

Agency: NSF | Branch: Standard Grant | Program: | Phase: RES IN DISABILITIES ED | Award Amount: 367.71K | Year: 2013

The purpose of this empirical study is to explore the prevalence and impact of stigmatization and stereotype threat on mathematics performance among public high school students (grades 9-12) with specific learning disabilities. Using a combination of self-report measures and experimental study, the following questions will be addressed: 1) To what degree are high school students with specific learning disabilities conscious of stigma related to their learning disability in the context of mathematics education?, 2) Is greater stigma consciousness associated with poorer performance in mathematics among high school students with specific learning disabilities?, and 3) Do high school students with specific learning disabilities experience stereotype threat that interferes with performance in mathematics? The severity of learning disability will be controlled in all analyses, and tests of moderation will be employed to explore potentially compounding effects of having a math specific learning disability, being a girl or minority student, or coming from a school where stigma levels around learning disability are high.

The proposed work contributes to Intellectual Merit through advancing potentially transformative knowledge and understanding about the experiences of students with learning disabilities in the context of high school mathematics. The research has the potential to inform and open new avenues of research in the area of stigmatization and stereotype threat for people with disabilities.

In regards to Broader Impacts, the findings from this project will significantly inform understanding of the achievement gaps in math of underrepresented groups, and specifically students with learning disabilities, including women and minorities within this population. Understanding the cognitive and affective experiences of individuals with learning disabilities may facilitate the future development of interventions to remedy the current negative outcomes of students with learning disabilities in mathematics.

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